GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER
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Data de Publicação: | 2022 |
Tipo de documento: | preprint |
Idioma: | spa |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/4551 |
Resumo: | The focus on gender has been considered a vital and structural element in comprehending the social constructions and categories of men and women as a starting point to advance in society with better equality and inclusion. The study was done during the second half of the Preschool Education school (3rd-4rd years) in 4 different educational centers with educators and aimed to analyze the pedagogic and discursive practices present in the infantile classroom from a gender perspective in Chile. Methodology, the qualitative, and the Exploratory design of the study was executed by not participating in observations and in-depth interviews, establishing the method as the content analysis and thematic codification, for which the Software Nvivo 12 was used in the first phase, and triangulation of methods later. The study results revealed that there are different devices of gender in the imaginary, the interaction rules, the distinctions, and the forms of gender hierarchy inside the infantile classroom. The teachers are unaware of the influences on the kids in secondary social spaces, where they interact with the childhood creating identities and social orders within the classroom. |
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GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDERGÉNERO EN LA PRIMERA INFANCIA: PRÁCTICAS Y DISCURSOS DE GÉNERO DE EDUCADORAS DE PÁRVULOS EN EL MARCO DEL ENFOQUE DE DERECHOGÊNERO NA PRIMEIRA INFÂNCIA: PRÁTICAS E DISCURSOS DE GÊNERO DE EDUCADORES INFANTIS NO ÂMBITO DA ABORDAGEM DA LEIIdentidadeestereótipoeducação infantilinfânciaprática pedagógicastereotypesinitial educationchilhoodteaching practiceIdentityIdentidadestereotipoeducación de la primera infanciainfanciapráctica pedagógicaThe focus on gender has been considered a vital and structural element in comprehending the social constructions and categories of men and women as a starting point to advance in society with better equality and inclusion. The study was done during the second half of the Preschool Education school (3rd-4rd years) in 4 different educational centers with educators and aimed to analyze the pedagogic and discursive practices present in the infantile classroom from a gender perspective in Chile. Methodology, the qualitative, and the Exploratory design of the study was executed by not participating in observations and in-depth interviews, establishing the method as the content analysis and thematic codification, for which the Software Nvivo 12 was used in the first phase, and triangulation of methods later. The study results revealed that there are different devices of gender in the imaginary, the interaction rules, the distinctions, and the forms of gender hierarchy inside the infantile classroom. The teachers are unaware of the influences on the kids in secondary social spaces, where they interact with the childhood creating identities and social orders within the classroom.El enfoque de género se considera como un elemento estructural y vital para comprender las construcciones y categorías sociales propias de hombres y mujeres como marco para avanzar en sociedades con mayor igualdad e inclusión. El estudio realizado en cuatro centros educativos de segundo tramo de Educación Parvularia (3-4 años) con educadores en ejercicio, tiene como objetivo analizar las prácticas pedagógicas y discursivas presentes en las aulas infantiles, desde una perspectiva de género en Chile. Metodológicamente, el estudio de corte cualitativo y diseño exploratorio fue realizado a través de observaciones no participantes y entrevistas en profundidad; se estableció como método al análisis de contenido y una codificación temática, para lo cual fue utilizado en una primera fase el Software Nvivo 12 y posteriormente, una triangulación de métodos. Los resultados del estudio revelan que existen dispositivos de género sobre la imaginería, las reglas de interacción, la distinción y las formas de jerarquización de género al interior del aula infantil; influencias en los niños que los educadores desconocen en los espacios de socialización secundaria en los que interactúan con las infancias; configurando identidades y órdenes sociales al interior del aula.A abordagem de gênero é considerada um elemento estrutural e vital para compreender as construções e categorias sociais de homens e mulheres como marco para avançar em sociedades com maior igualdade e inclusão. O estudo realizado em quatro centros educativos da segunda seção da Educação Infantil (3-4 anos) com educadores atuantes, tem como objetivo analisar as práticas pedagógicas e discursivas presentes nas salas de aula das crianças, a partir de uma perspectiva de gênero no Chile. Metodologicamente, o estudo qualitativo e delineamento exploratório foi realizado por meio de observações não participantes e entrevistas em profundidade; A análise de conteúdo e a codificação temática foram estabelecidas como método, para o qual foi utilizado o Software Nvivo 12 numa primeira fase e posteriormente, uma triangulação de métodos. Os resultados do estudo revelam que existem dispositivos de gênero no imaginário, nas regras de interação, na distinção e nas formas de hierarquização de gênero dentro da sala de aula das crianças; influências nas crianças que os educadores desconhecem nos espaços de socialização secundária em que interagem com as crianças; configurando identidades e ordens sociais dentro da sala de aula.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-08-05info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/455110.1590/SciELOPreprints.4551spahttps://preprints.scielo.org/index.php/scielo/article/view/4551/8728Copyright (c) 2022 Andrea Figueroa-Vargashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFigueroa-Vargas, Andreareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-08-05T19:24:39Zoai:ops.preprints.scielo.org:preprint/4551Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-08-05T19:24:39SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER GÉNERO EN LA PRIMERA INFANCIA: PRÁCTICAS Y DISCURSOS DE GÉNERO DE EDUCADORAS DE PÁRVULOS EN EL MARCO DEL ENFOQUE DE DERECHO GÊNERO NA PRIMEIRA INFÂNCIA: PRÁTICAS E DISCURSOS DE GÊNERO DE EDUCADORES INFANTIS NO ÂMBITO DA ABORDAGEM DA LEI |
title |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
spellingShingle |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER Figueroa-Vargas, Andrea Identidade estereótipo educação infantil infância prática pedagógica stereotypes initial education chilhood teaching practice Identity Identidad estereotipo educación de la primera infancia infancia práctica pedagógica |
title_short |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
title_full |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
title_fullStr |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
title_full_unstemmed |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
title_sort |
GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER |
author |
Figueroa-Vargas, Andrea |
author_facet |
Figueroa-Vargas, Andrea |
author_role |
author |
dc.contributor.author.fl_str_mv |
Figueroa-Vargas, Andrea |
dc.subject.por.fl_str_mv |
Identidade estereótipo educação infantil infância prática pedagógica stereotypes initial education chilhood teaching practice Identity Identidad estereotipo educación de la primera infancia infancia práctica pedagógica |
topic |
Identidade estereótipo educação infantil infância prática pedagógica stereotypes initial education chilhood teaching practice Identity Identidad estereotipo educación de la primera infancia infancia práctica pedagógica |
description |
The focus on gender has been considered a vital and structural element in comprehending the social constructions and categories of men and women as a starting point to advance in society with better equality and inclusion. The study was done during the second half of the Preschool Education school (3rd-4rd years) in 4 different educational centers with educators and aimed to analyze the pedagogic and discursive practices present in the infantile classroom from a gender perspective in Chile. Methodology, the qualitative, and the Exploratory design of the study was executed by not participating in observations and in-depth interviews, establishing the method as the content analysis and thematic codification, for which the Software Nvivo 12 was used in the first phase, and triangulation of methods later. The study results revealed that there are different devices of gender in the imaginary, the interaction rules, the distinctions, and the forms of gender hierarchy inside the infantile classroom. The teachers are unaware of the influences on the kids in secondary social spaces, where they interact with the childhood creating identities and social orders within the classroom. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/4551 10.1590/SciELOPreprints.4551 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/4551 |
identifier_str_mv |
10.1590/SciELOPreprints.4551 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/4551/8728 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Andrea Figueroa-Vargas https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Andrea Figueroa-Vargas https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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